ONLINE MILITARY TRAINING

By Anthony R. Artino Jr.. Quarterly review of distance education, 2007

121 citations recorded by the source corpus.

Using a social cognitive framework, the present study investigated the relations between two motivational constructs, prior experience, and several adaptive outcomes. Participants (n = 204) completed a survey that assessed their perceived task value, self-efficacy, prior experience, and a collection of outcomes that included their satisfaction, perceived learning, and intentions to enroll in future online courses (choice behaviors). Results indicate that task value, self-efficacy, and prior experience with online learning were significantly related to positive outcomes. Additionally, results from several independent samples t tests indicate that students reporting on a course they chose to take exhibited significantly higher mean scores on task value, satisfaction, perceived learning, and choice behaviors than students reporting on a required course. Educational implications and suggestions for future research are discussed.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/226f54f4e01ce54a381794d24efa2fe75a95b8f8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Motivational beliefs and perceptions of instructional quality: predicting satisfaction with online training (2007, background): “Moreover, these findings mirror the work of Artino (2007), indicating that the positive relationship between self-efficacy and satisfaction is equally robust for students learning in the context of self-paced, online training.”
Predicting student satisfaction and perceived learning within online learning environments (2018, unknown): “Perceived learning (Artino, 2007b) ● In your estimation, how well did you learn the material presented in this course?”
Influences that undermine learners' perceptions of autonomy, competence and relatedness in an online context (2015, background): “If learners do not perceive that meaningful and relevant choices are available to them, simply offering choices will not encourage more autonomous motivation (Artino, 2007).”
Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses (2014, background): “…greater extent than traditional classroom learners, need to be active participants and control their learning in an efficient fashion by employing well-developed self-regulatory skills comprised of psychological processes and related learning strategies to be successful in learning (Artino, 2007).”
Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course (2015, background): “…less skillful students, (b) demonstrated higher self-efficacy and task value, and (c) controlled negative emotions in learning (Abar & Loken, 2010; Artino, 2007; Azevedo et al., 2008; Boekaerts & Corno, 2005; Kuo et al., 2014; Pekrun et al., 2010; Pintrich, 2004; Winne, 2001; Zimmerman, 2011),…”